2026-27 Educational Sign Language Interpreter

ROLE AND PURPOSE:

To provide signed communication access to spoken language and assist in the implementation of instruction to students who are deaf and hard of hearing in the Regional Day School Program for the Deaf.

QUALIFICATIONS:

Education/Certification:

• High school diploma - required or equivalent
• Credit hours from an accredited college or university - preferred
• Interpreter Certification Level
  • Board for Evaluation of Interpreters (BEI) or,
  • Educational Interpreter Performance Assessment (EIPA) score of 3.0 or higher

Special Knowledge/Skills:

• RID Code of Ethics
• Fluent in a Sign System i.e. ASL, SEE, CASE, PSE/Pidgin
• Must possess strong organizational skills, customer service, telephone etiquette, administration support and positive interpersonal skills
• Excellent oral and written communication skills

**Required: BEI/ EIPA certification must be obtained within one year of employment.

MAJOR RESPONSIBILITIES AND DUTIES:

I. INSTRUCTIONAL MANAGEMENT

• Provide Interpreting or Transliterating; using the students preferred sign system
• Reverse interpret student's questions and comments orally in English
• Assist students in prescribed activities to help provide individual instruction, as directed by the teacher of the deaf
• Provide expanded and additional explanations to the students in order to ensure understanding

II. SCHOOL/ORGANIZATION CLIMATE

• Have a working knowledge of district policies and practices that relate to the department.
• Follow established schedule - the RDSPD Coordinator and deaf education teacher are responsible for creating the interpreters schedule.
• Work cooperatively with principal, curriculum coordinator, special education teachers, support staff, and general education teachers to insure the success of the students
• Maintain professionalism at all times; professional behavior and with all written and verbal communication.

III. SCHOOL/ORGANIZATIONAL IMPROVEMENT

• Assigned campus location may change during the school year or from one school year to the next, due to student need. Interpreters may be assigned to multiple campuses during one school year.
• Provide clerical duties as assigned; including, but not limited to: copying, faxing, filing, and scanning as related to classroom instruction
• Assist with campus/RDSPD duty; bus duty, playground activities, cafeteria duty, and extracurricular activities such as field day, programs/assemblies, and similar events in which deaf students are participating
• Provide audiological maintenance/ troubleshoot student equipment, when amplification is not working

IV. ADMINISTRATION AND FISCAL/FACILITIES MANAGEMENT

• Help keep classroom orderly and attractive when assigned to deaf education classrooms
• Prepare teaching materials for deaf education teacher during periods not assigned to interpreting

V. STUDENT MANAGEMENT

• Engage and interact with students that are deaf and hard of hearing at all times, even during down time from interpreting
• Assist students in prescribed activities to help provide individual instruction, as directed by the teacher of the deaf students
• Provide assistance in the classroom while following the classroom plan, behavior plan or BIP of a particular student.

VI. SCHOOL/COMMUNITY RELATIONS

• Maintain professional standards in regard to student confidentiality and information.
• Interpret in various school activities as requested by the deaf education teacher, including PTA meetings, ARD/IEP meetings and faculty meetings
• Promote positive awareness of deafness and its implications in the school and the community

VII. PROFESSIONAL GROWTH AND DEVELOPMENT

• Attend professional development regarding sign language interpreting, language development in Deaf children and professional ethics.
• Acquire certification and/or additional certification levels in Educational Interpreting
• Increase skill level in sign systems to be used daily during classroom instruction
• Acquire knowledge of hearing equipment and Ling sounds while assisting the classroom teacher

VIII. SUPERVISORY RESPONSIBILITIES

• Supervise and evaluate student practicum interpreters, as requested by the Coordinator of the RDSPD

IX. MISCELLANEOUS

• Performs other duties as assigned by the RDSPD Coordinator or teacher of the Deaf

X. WORKING CONDITIONS:

MENTAL DEMANDS / PHYSICAL DEMANDS / ENVIRONMENTAL FACTORS:

• Tools/Equipment Used: Standard office equipment, including computers and peripherals; standard instructional equipment.
• Posture: Moderate standing; occasional kneeling, squatting, bending, and stooping
• Motion: Moderate walking
• Lifting: Regular light lifting and carrying (less than 15 pounds)
• Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise
• Mental Demands: Work with frequent interruptions; maintain emotional control under stress